NURSE EDUCATOR ROLE PRESENTATION Ferris State University NURS

NURSE EDUCATOR ROLE PRESENTATION Ferris State University NURS 500 Karen Collins, RN, BSN ENGLISH AS A SECOND LANGUAGE

OBJECTIVES • To explain the historical evolution of the role of the Nurse Educator • To comprehend the focus of the Nurse Educator • To understand the scope of practice of the Nurse Educator • To review the competencies the Nurse Educator relies on • To learn of the practice environments of the Nurse Educator • To be familiar with the Nurse Educator practice outcomes • To explore the vision of the future

HISTORICAL EVOLUTION OF NURSING • • • Florence Nightingale First nursing school –New England Hospital 1872 Hospital setting to college setting Training to education Advanced roles

FOCUS OF THE NURSE EDUCATOR • • • Advanced specialty role within professional nursing In-service Education Continuing Education Research and Scholarship Career Development

SCOPE OF PRACTICE • Evidence based learning • Continues to evolve • Supports the vision of quality health care • In the practice environment • In the learning environment

COMPETENCIES • Core competencies of Nurse Educators include: 1. Facilitate learning 2. Facilitate learner development and socialization 3. Use assessment and evaluation strategies 4. Participate in curriculum design and evaluation program outcomes 5. Function as a change agent and leader 6. Pursue continuous quality improvement 7. Engage in scholarship 8. Function within the educational environment National League for Nursing (2005). The Scope of Practice for Academic Nurse Educators. New York: National League for Nursing.

PRACTICE ENVIRONMENTS • Hospitals • Long-term care facilities • 2 and 4 year colleges/universities • Clinics • Technical schools

PRACTICE ENVIRONMENTS ~CONTINUED • Traditional vs Non-traditional

PRACTICE OUTCOMES • Uses evidence-based research for evidenced-based practice • Maintains competencies as outlined by the NLN • Retention of nurses • Mentors colleagues and students in their own professional development • Evaluates practices for safety, effectiveness, timeliness, and patient and family centered care

WHAT THIS MEANS FOR YOU • WHAT IS MY FUTURE?

VISION FOR THE FUTURE Learn the past, watch the present, and create the future ~ anonymous

SUMMARY • Many challenges • Diversity among healthcare students is increasing as the population of the United States changes. • Only 13% of all RNs hold master’s or doctoral degrees • Minority faculty currently at less than 11% • Stanley, J. (2007). Changing the face of nursing faculty: Minority faculty recruitment and retention. Journal of Professional Nursing (23) 5, 253 -261.

REFERENCES • Billings, D. , & Halstead, J. A. (2009). Teaching in Nursing; A Guide for Faculty. St. Louis, Missouri: Saunders/Elsevier. • Duphily, N. (2011). From clinician to academic: The impact of culture on faculty retention in nursing education. Online Journal of Cultural Competence in Nursing and Healthcare, (1) 3, 13 -21. • Heller, B. R. -C. (n. d. ). National League for Nursing. Retrieved September 5, 2011, from National League for Nursing-Publications: http: //www. nln. org/nlnjournal/infotrends. htm • National League for Nursing (2005). The Scope of Practice for Academic Nurse Educators. New York: National League for Nursing. • Scheele, T. , Pruitt, R. , Johnson, A. , & Xu, Y. (2011). What do we know about educating Asian ESL nursing students? Nursing Education Perspectives (32) 4, 244 -249. • Stanley, J. (2007). Changing the face of nursing faculty: Minority faculty recruitment and retention. Journal of Professional Nursing, 253 -261. • Starr, K. (2009). Nursing education challenges: Students with English as an additional language. Journal of Nursing Education (48) 9, 478 -487.